Literaturnachweis - Detailanzeige
| Autor/inn/en | Hailu, Meseret F.; Sarubbi, Molly |
|---|---|
| Titel | Student Resistance Movements in Higher Education: An Analysis of the Depiction of Black Lives Matter Student Protests in News Media |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 9, S.1108-1124 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hailu, Meseret F.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2019.1645905 |
| Schlagwörter | Resistance (Psychology); Activism; College Students; African Americans; Newspapers; News Reporting; Social Justice; Race |
| Abstract | Popular media shapes societal perceptions and discourse. The growing use of news media in higher education practices (outreach, admissions, and campus communication) have heightened the need for institutional leadership to not only understand the general impact of popular media but also to comprehend students' representation, as well as the acquisition and dissemination of media content. In this study, authors present a media content analysis of newspaper coverage of the Black Lives Matter (BLM) movement in the well-known periodical, the "Chronicle of Higher Education." Ultimately, this study demonstrates (1) organizational leadership can be influenced and disrupted to promote racial justice and (2) the discursive treatment of the BLM in popular media and, and by extension, in the United States' public imagination. Overall, this study suggests that in situations where institutional policies perpetuate racial inequity, BLM student movements have the capacity to complicate existing discourse about Blackness in higher education and catalyze substantial social change. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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